The New Learning Environment: impact on staff and students

126th May 2011 Nouveaux espaces, nouveaux services : learning centers et idea-stores

The New Learning Environment: impact on staff and students

Ellen SimonsLearning and Innovation Centre

2010

Learning and Innovation Centre

26th May 2011Nouveaux espaces, nouveaux services : learning centers et idea-stores

autonomy(= “la loi Pécresse” 2009)

has been reality in the Netherlands since 1986



Dutch universities: more than 20 years of experience

in creating their own policies as to crucial fields like:• Staffing• Finance• Educational approach• Facilities and buildings• …..


26th May 2011Nouveaux espaces, nouveaux services : learning centers et idea-stores 4

Avans University of Applied Sciences

• 3 locations• 24.000 students• 103 bachelor programs• 5 master programs• 1 Learning and

Innovation Center• 22 research groups• 2.000 staff

Breda Den BoschTilburg



Concerning the 2009 French report on learning centers

Four observations based on our own experience

with a learning center over the last 5 years



Observation 1

• Facilities and buildings should be designed based on the chosen policy of learning and teaching



Observation 2

• “Learning and understanding” does happen (or not) in the student’s head

• The university’s task is to actively stimulate this process

• The traditional way of whole class teaching is only one out of many ways to make this happen



Observation 3

• Does the teaching-concept change? change facilities accordingly!

• Does the teaching-concept change fundamentally? change the ‘experience’ by changing the facilities in an architectural striking way!



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Xplora Breda



Observation 4

• But do not copy other universities’ successful choices blindly:

your students may have different needs because their situation is different

• (Example: experience Avans university)



Example: experience Avans university

Basic needs Avans students proved to be different from Sheffield students

• Characterization Dutch students:– 70% still live at home– have excellent ICT facilities at home

• Outcome– Avans Learning Centre never had nighttime opening

hours– Only low interest for weekend opening hours



Traditional education

• Teacher-centered• Passive role for the student

in the classroom• Subject-oriented learning• Limited use of information

resources (one or two textbooks)

• Learning happens at home/outside the classroom/the institution



Modern education

• Student-centered• Active role of the student in

the classroom (problem-based learning, project learning)

• Students formulate their own learning goals

• Students select their own learning resources

• Learning also happens inside the institution



The influence of the learning environment

“We know that space can have a significant impact

on teaching and learning. Exactly how we bring

together space, technology, and pedagogy will

continue to evolve.”

Diane G. Oblinger, Space as a change agent in Learning Spaces,

Educause, 2006

“Spaces are themselves agents for

change. Changed spaces will

change practice.” JISC, Designing Spaces for Effective Learning: A

guide to 21st century learning space design, 2006



Consequences for Library

• Students demand adequate resources to support the learning process:– Information resources– Computers– Rooms for group work– Support outside contact hours– Attractive environment (relax,

play, drink, etc)• The traditional library must

change into a rich learning environment

• Library staff takes part in the educational process



Vision on learning and teaching is leading

• Connecting people: student – teacher – professional field

• Recognising diversity

• Creating knowledge

• Establishing a dynamic learning environment physical and virtual

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From library to learning centre:

• Xplora provides social spaces, student services and study support,

information resources, access to IT, and different kinds of working

environments, from comfortable seating for collaborative group work, to 'board

rooms' for practice presentations.

• Xplora is the social and academic hub of the campus.



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http://www.surfmedia.nl/app/video/QV1wz15xVfVrqwzfstEEcDNT/play?format_id=6pyORf6BDHfvNVuLSXWGI4Cj&mode=url



Xplora visitors per year 2007-2010

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2007 2008 2009 20101,000,000

1,050,000

1,100,000

1,150,000

1,200,000

1,250,000

1,300,000

1,350,000

1,400,000

1.155.918

1.354.7371.383.994 1.377.217



Positioning of the Learning centre

• Just a facility or a key element in the institution’s vision on teaching and learning?



Facility or Strategic instrument?

“A learning space should be able to motivate learners and promote learning as an activity, support collaborative as well

as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs.”

JISC



Key element in strategic vision:

“What is important is that designs of physical spaces are linked to the

institution’s strategic vision for teaching and learning, and that

this is articulated in every detail of the design and shared with all

stakeholders, including learners.” JISC



Positioning of Xplora in Avans University

Xplora is part of the Learning and Innovation Centre

The Learning and Innovation Centre

• Provides an integrated learning environment (physical and virtual)

• Advises schools on the subject of adapting educational programs aimed at the optimum use of the learning environment

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Organisation Chart Learning and Innovation Centre

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Management

Consultancy

Research & Evaluation

Quality management & Organizational development

Virtual Learning Support

Information Provision & Collection Management

Services & Support

Information Services



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Mission and Goals

We actively work on an inspiring learning and working environment in which lecturers, students and other professionals meet in innovative learning processes.

As a unique combination of teams of content experts and high quality facilities:1. We advise Avans University on relevant developments.2. We encourage and support innovation in learning and teaching.3. We promote excellence in learning and teaching.4. We provide a powerful learning and working environment.

The Learning and Innovation Centre provides an integrated learning environment: the physical environment Xplora and the virtual environment Blackboard




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Factsheet 2011

• Innovate• Excell• Learn• Advise




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Innovate

• Supported innovation projects in 14 faculties• Supported 9 university-wide strategic projects • Provided application support to 4 Associated Degree programs• Developed Master plan Virtualization for 6 engineering

faculties• Provided support to 6 faculties for assessment improvement • Introduced principles of Cognitive Load Theory in

propaedeutic program of school of management• Conducted 4K video project • Hosted 97 videoconference sessions • Recognized by the Dutch Knowledge Centre for Prior Learning

Assessment and Recognition




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Excell

• Hosted annual educational conference and three theme sessions for university faculty and staff

• Hosted 35 study days for schools • Provided educational training for 267 lecturers• Provided 50 individual lecturer consultations• Provided 484 information literacy workshops • Hosted visits from domestic and foreign guests • Presented at 52 national and international conferences




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Learn

• Hosted 1.4 million visitors in Xplora• Added 6,700 books, 660 subscriptions and 40 databases to

collection of educational resources• 158,000 resources borrowed• Provided 189 guided tours in Xplora• Provided 448 introductions to Xplora• Facilitated 3.3 million visitors, 10,000 courses, 9,650 digital

portfolios and 1.4 million documents in Blackboard• Facilitated Online Languages Training and MS- Office training for

faculties• Published dissertation by students from 13 schools in the

national repository• Checked 18,000 papers for plagiarism




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Advise

• Hosted 27 decision room sessions• Conducted 33 advisory processes on quality assurance • Provided extensive support on the accreditation process for

13 majors• Provided support for the development and implementation of

two new bachelor programs • Conducted 13 preliminary accreditation audits• Started preparation for the institutional audit • Conducted 40 research projects including the student

satisfaction survey • Developed retention scan on school and university level• Provided coordination on accreditation processes and

developed educational guidelines• Attended 118 domestic and international conferences




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Demo webcolleges



Organizational consequences

• Position of the learning centre towards education changes: from the side-line to midfield.

• New role of information specialist

• Role of information specialist comparable to educational policy advisors: comparable to educational policy advisor: both support educational development and delivery

• The Library has merged into the Learning and Innovation Centre



Partner to education

• Strong contacts with school faculty to ensure adequate connection between service (supply) and users' wishes (demand)

• To meet school faculty needs working-relations between Learning Centre and schools must be built and maintained

• Within Learning Centre a new function of Information Specialist: primary tasks translating schools' wishes towards Learning Centre, advising school faculty on possibilities of Learning Centre in offering support to education



The New Way

• Fixed, recognizable contact persons for each school

• Information specialists (new function) still get additional training (specifically in school-directed aspects) allowing a pro-active approach to wishes schools have as to Learning Centre facilities

• A team of subject librarians and information specialist is allocated, specialised on knowledge area of that particular school

• Cooperation with educational policy advisors in education-development teams within schools, thus improving quality of information supply

• Do user research and feedback groups on regular basis



Information specialist

• Advise assigned schools about possibilities of Xplora • Analyse the information needs of students, teachers and

management of schools and translate the outcomes to activity plans

• Participate in course design teams • Build and keep up relevant networks• Develop and evaluate products and services of Xplora• Draw up collection profiles, develop and execute collection

evaluations• Make a contribution to the position of the Xplora through

presentation and promotion of products and services • Give specialist instructions in information literacy, etc



Consequences for Xplora Staff

• Relationship to student changes• Relationship to teacher changes• Different competences• Formal training programme in collaboration with Avans library

school set up as a pilot for other polytechnic libraries staff in the Netherlands– wiki’s, weblogs, vodcast/podcast, google-scholar/printing, digital

collection development, search engines, digital rights management etc.)

– advisory skills– educational knowledge– culture shift from control-directed to student-directed, result-

oriented and customer-directed



Learning Centre Staff 2005-2009

• New job descriptions set up with team members (2005)

• Reorganization (July/October 2005)

• Board approval of staff formation plan 2005-2008 (September 2005)New job descriptions Increase of staff in 2006/2007 of 18 fte’s (35 fte’s 53

fte’s) (opening Xplora’s in 2006 and 2007)

• Training program for all staff (November 2005-today)



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Training programme 2006-2011

• Training programma library school: wiki’s, weblogs, vodcast/podcast, google-scholar/printing, digital collection development, search engines, digital rights management , project management etc.)

• advisory skills

• educational knowledge

• culture shift from control-directed to student-directed, result-oriented and customer-directed

• E-learning

• Advisory skills and negotiating techniques

• Broader knowledge of the learning environment

• English

• Web 2.0



Near Future 2010-2012

• Because of new services a further improvements of the Xplora’s buildings

• Expansion Xplora Den Bosch

• New “Engineering” Xplora in Breda



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New services Xplora

• Teacher’s centre including new technology experimental zone• Student Centre• Mobile Learning Support Pit• Videowalls• Silence workplaces• Relax places • Reading Café• Instruction/presentation room• Signage• Art• ……..



Conclusions (1):Student surveys 2008-2010:

8.000 responses/year

• Primary use for group work and pc-applications

• High occupancy rate

• Environment described as attractive and inviting

• Service level judged as high

• High demand of teacher presence

• Wish for more PCs and more outlets

• Wish for more workspaces for quiet study



Conclusion (2): Library merged into Learning and Innovation Centre

Mutual benefit:

• “Library staff” have more appreciation for educational processes

• Educational policy advisors have improved understanding of the relationship between information and knowledge



Conclusion (3): General

• Xplora is widely known even outside the professional field

• Xplora is a highly successful concept (1,4 million visitors in 2009)

• Staff involvement and training important

• Continuous improvement

• Student population increases from 19.000 to 24.000 students since opening new buildings in 2006



Observation 1

• Facilities and buildings should be designed based on the chosen policy of learning and teaching



Observation 2

• “Learning and understanding” does happen (or not) in the student’s head

• The university’s task is to actively stimulate this process

• The traditional way of whole class teaching is only one out of many ways to make this happen



Observation 3

• Does the teaching-concept change? change facilities accordingly!

• Does the teaching-concept change fundamentally? change the ‘experience’ by changing the facilities in an architectural striking way!



Observation 4

• But do not copy other universities’ successful choices blindly:

your students may have different needs because their situation is different



Further Information:

• Ellen SimonsE-mail: [email protected]

• Video “Xplora, Discover it yourself”:


• Article : The New Learning Environment: Impact on Staff and Students / Ellen SimonsLiber Quarterly, october 2010 http://liber.library.uu.nl/publish/articles/000507/article.pdf

• Website Learning and Innovation Centre http://lic.avans.nl/

mailto:[email protected]





http://liber.library.uu.nl/publish/articles/000507/article.pdf

http://liber.library.uu.nl/publish/articles/000507/article.pdf

The New Learning Environment: impact on staff and students

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